Educação Socioemocional na Primeira Infância:

Experiências e Práticas Pedagógicas para o Desenvolvimento Integral das Crianças

Abstract

 Emotional well-being, school development and social behavior are essential skills in people's lives, especially in early childhood. This study aims to analyze the contributions of pedagogical work with Socioemotional Education to the development of children in a preschool class. Specifically, it seeks to understand how the daily practices with the children contemplate socio-emotional skills; and to perceive the children's manifestations with socio-emotional work. It is characterized as a qualitative study, with an exploratory and participatory approach, using participant observation and field diary entries as data production tools. The data was analyzed based on emerging themes, such as socialization, conflict resolution and the children's cognitive and emotional development, which led to the following categories of analysis: development of socio-emotional skills, pedagogical mediation by the teacher and interaction between peers. With the categories established, six episodes were selected for description and analysis, which show how socio-emotional education is essential for creating an inclusive school environment, promoting children's all-round development. When integrated from early childhood education, it respects and values the singularities of the little ones, considering their narratives and expressions, which favors self-esteem and improves interactions between children and their peers, allowing them to begin to understand and manage their emotions and behaviors.

Keywords: socio-emotional education; early childhood education; emotional competencies; social behavior.